INQUIRY-DISCOVERY

The term "inquiry" is associated with an open-ended and ongoing process while the term "discovery" appears to focus on the end product.

some views on inquiry:

• "... see inquiry as an exercise of the mind."• "... the essentials of inquiry are design and

debate. "• "... inquiry is a way of knowing. "• "... nature of inquiry is not in the posing of

questions, but in the process of... "• "... inquiry is a tool for constructing personal

meanings of science concepts,..."• " ...from the science perspective, inquiry

oriented instruction engages pupils in the investigative nature of science."

Those who inquire exert “ an effort to discover something new to the inquirer, though not something new to the world.

Inquiry

DISCOVERY• a student who is able to

acquire a new fact, concept, principle, or solution through the inquiry , then the student is making a discovery.

DistinctionDiscovery Learning• The students are

provided with data.

• Ascertain the particular principle hidden in the lesson objective through questioning.

Inquiry Learning• The goal is for

students to develop their own strategies

• To manipulate and process information.

INQUIRY-DISCOVERY ORIENTATED SCIENCE INSTRUCTION

• “ Inquiry is the [set] of behaviours involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious."

• So, inquiry involves activity and skills, but the focus is on the active search for knowledge or understanding to satisfy a curiosity.

Continue …..• Focus on inquiry always involves: collection and interpretation of

information in response to wondering and exploring.

Children using their senses to observe and using instruments to extend the power of their senses

Children work on their own to discover basic principles.

• the heart of the inquiry in teaching-learning science is a positive environment that encourages, supports and nurtures pupils on their learning paths.

..old saying

• Tell me and I forget, • Show me I remember, • Involve me and I

understand

Figure 1: The inquiry process

Discovery Learning-encompasses SCIENTIFIC MODEL.

Students IDENTIFY PROBLEMS, GENERATE HYPOTHESES, TEST EACH HYPOTHESES

against collected data, and APPLY CONCLUSIONS to

new situations. The purpose of this type of

instruction is to teach students thinking skills.

The roles of the teacher• Helper• Facilitator• Motivator• Manager• interested • Listener• Challenger• evaluator.

Children inquire when they are given :• hands-on learning opportunities• appropriate materials to

manipulate• Puzzling circumstances or

problems for motivation• Enough structure to help them

focus or maintain a productive direction

Some Ways of Introducing a Science Inquiry Lesson• Using an investigative problem-

solving approach• Using discrepant events (with

demonstration)• Anecdote (without demonstration)• Problem presentation• Interpretation of given data• Video presentation

Implication to classroom teaching• provide multiple representations or perspectives;• provide conceptual interrelatedness;• present real-world, realistic and relevant contexts

using authentic tasks;• focus on knowledge construction, not reproduction;• encourage active pupil involvement and

participation with teacher's scaffolding whenever necessary;

• encourage, support and nurture pupil inquiry;• encourage reflective practice;• encourage collaborative and cooperative

construction of knowledge; and• take into consideration a pupil's learning style,

initial mental models, beliefs and attitudes.